Publications by our staff

Ezell, H.K. & Justice, L.M. (1998). A pilot investigation of parent questions about print and pictures to preschoolers with language delay. Child Language Teaching and Therapy, 14(3), 273-278.

Justice, L.M., & Ezell, H.K. (1999). Vygotskian theory and its application to language assessment: An overview for speech-language pathologists. Contemporary Issues in Communication Science and Disorders, 26, 111-118.

Justice, L.M. & Ezell, H.K. (1999). Knowledge of syntactic structures: A comparison of speech-language pathology graduate students to those in related disciplines. Contemporary Issues in Communication Science and Disorders, 26, 119-127.

Ezell, H.K., & Justice, L.M. (2000). Increasing the print focus of shared reading interactions through observational learning. American Journal of Speech-Language Pathology, 9, 36-47

Ezell, H.K., Justice, L.M., & Parsons, D. (2000). A clinic-based book reading intervention for parents and their preschoolers with communication impairment. Child Language Teaching and Therapy, 16, 121-140.

Justice, L.M., & Ezell, H.K. (2000). Stimulating children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.

Kaderavek, J., & Justice, L.M. (2000). Children with learning disabilities as emergent readers: Bridging the gap to conventional reading. Intervention in School and Clinic, 36, 82-93.

Justice, L. M., & Ezell, H.K. (2001). A needs assessment: Perceptions and practices of student clinicians regarding parental involvement. Contemporary Issues in Communication Sciences and Disorders, 28, 64-73.

Justice, L.M., & Ezell, H.K. (2001). Descriptive analysis of written language awareness in children from low income households. Communication Disorders Quarterly, 22, 123-134.

Justice, L.M., & Ezell, H.K. (2001). Word and print awareness in 4-year old children. Child Language Teaching and Therapy, 17, 207-225.

Justice, L.M. (2002). Influences on preschoolers’ novel word learning during shared storybook reading. Reading Psychology, 23, 87-106.

Justice, L.M., & Ezell, H.K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.

Justice, L.M., Invernizzi, M.A., & Meier, J.D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101.

Justice, L. M., & Kaderavek, L. M. (2002). Using shared book reading to promote emergent literacy. Teaching Exceptional Children, 34, 8-13.

Justice, L.M., Mattingly, S., Ezell, H.K., & Bakeman, R. (2002). A sequential analysis of children’s responsiveness to parental references to print during shared storybook reading. American Journal of Speech-Language Pathology, 11, 30-40.

Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context: Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395-406.

Justice, L. M., & Lankford, C. (2003). Preschool children’s visual attention to print during storybook reading: Pilot findings. Communication Disorders Quarterly, 24, 11-21.

Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320-332.

Justice, L. M., & Kaderavek, J. (2003). Topic control during shared storybook reading: Mothers and their children with mild to moderate language impairment. Topics in Early Childhood Special Education, 23, 137-150.

Justice, L. M., & Pullen, P. (2003). Early literacy intervention strategies: A review of promising findings. Topics in Early Childhood Special Education, 23, 99-113.

Justice, L. M., & Purcell, T. (2003). Promoting cross-disciplinary collaboration at the pre-professional level: The reading specialist in the speech-language clinic. Contemporary Issues in Communication Science and Disorders, 30, 70-76.

Pullen, P., & Justice, L. M. (2003). Capitalizing on the preschool years: Strategies for increasing literacy prerequisites. Intervention in School and Clinic, 39(2), 87-98.

Welsch, J. G., Sullivan, A. K., & Justice, L. M. (2003). That’s my name!: What preschoolers’ name writing can tell us about emergent literacy knowledge. Journal of Literacy Research, 35, 757-776.

Curenton, S., & Justice, L. M. (2004). Low-income preschoolers’ use of decontextualized discourse: Literate language features in spoken narratives. Language, Speech, and Hearing Services in Schools, 35, 240-253.

Dudding, C., & Justice, L. M. (2004). An e-supervision model: Videoconferecing as a clinical training tool. Communication Disorders Quarterly, 25, 145-152.

Invernizzi, M., Justice, L., Landrum, T. J., & Booker, K. (2004). Early literacy screening in kindergarten: Widespread implementation in Virginia. Journal of Literacy Research, 26, 479-500.

Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37, 36-44.

Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement technique and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.

Justice, L. M., & Kaderavek, J. (2004). Exploring the continuum of emergent to conventional literacy: Transitioning special learners. Reading and Writing Quarterly, 20(3), 231-236.

Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201-211.

Justice, L. M., & Pence, K. (2004). Addressing the language and literacy needs of vulnerable children: Innovative strategies in the context of evidence-based practice. Communication Disorders Quarterly, 25, 173-178.

Kaderavek, J., & Justice, L. M. (2004). Embedded-explicit emergent literacy II: Goal selection and implementation in the early childhood classroom. Language, Speech, and Hearing Services in Schools, 25, 212-228.

**La Paro, K., Justice, L. M., Skibbe, L., & Pianta, R. (2004). Relations among maternal, child, and demographic factors and the persistence of preschool language impairment. American Journal of Speech-Language Pathology, 13, 291-303.

**Received 2004 Editor’s Award for Article of Highest Merit**

Skibbe, L., Behnke, M., & Justice, L. M. (2004). Parental scaffolding of phonological awareness: Interactions between mothers and their preschoolers with language impairment. Communication Disorders Quarterly, 25, 189-204.

Walpole, S., Chow, S. M., & Justice, L. M. (2004). Literacy achievements during kindergarten: Examining key contributors in an at-risk sample. Early Education and Development, 15, 245-264.

Walpole, S., Justice, L.M., & Invernizzi, M. A. (2004). Case study of an exemplary elementary school: Research to practice through curricular reform. Reading and Writing Quarterly, 20(3), 261-283.

Kaderavek, J. N., Gillam, R., Justice, L. M., Ukrainetz, T., & Eisenberg, S. (2005). School-age children’s self-assessment of oral narrative performance. Communication Disorders Quarterly.

Justice, L. M., Invernizzi, M. A., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks: Associations with age, race, and gender. Reading Psychology, 26, 1-25.

Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings from an intervention with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17-32.

Kaderavek, J., & Justice, L. M. (2005). The effect of book genre in the repeated readings of mothers and their children with language impairment: A pilot investigation. Child Language Teaching and Therapy, 21, 75-92.

Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and storybooks: An observational study using eye-gaze analyses. Journal of Research in Reading, 28, 229-243.

Reprinted in 2007 as: Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2007). Preschoolers, print, and storybooks: An observational study using eye-gaze analyses. In P. L. Cornelissen & C. Singleton (Eds), Visual factors in reading (pp. 13-28). Oxford, UK: Blackwell Publishing.

Justice, L. M., Kaderavek, J., Bowles, R., & Grimm, K. (2005). Phonological awareness, language impairment, and parent-child shared reading: A feasibility study. Topics in Early Childhood Special Education, 25, 143-156.

Ukrainetz, T., Justice, L. M., Kaderavek, J., Eisenberg, S., & Gillam, R. (2005). Artful storytelling: The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Research, 48, 1363-1377.

Warley, H., Landrum, T., Invernizzi, M., & Justice, L. (2005). Prediction of first grade reading achievement: A comparison of kindergarten predictors. In B. Maloch, J. Hoffman, D. Schallert, C. Fairbanks, & J. Worthy (Eds.), National Reading Conference Yearbook (pp 428-442). Oak Creek, WI: National Reading Conference, Inc

Justice, L. M., Bowles, R., Kaderavek, J. K., Ukrainetz, T., Eisenberg, S., & Gillam, R. (2006). The Index of Narrative Micro-Structure (INMIS): A clinical tool for analyzing school-aged children’s narrative performance. American Journal of Speech-Language Pathology, 15, 1-15.

Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271-291.

Justice, L. M., Skibbe, L., & Bowles, R. (2006). Measuring preschool attainment of print concepts: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 1-12.

Justice, L. M. (2006). Evidence-based practice, response-to-intervention, and prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 1-14.

Justice, L. M., Pence, K., Bowles, R., & Wiggins, A. K. (2006). An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389.

Justice, L. M., Sofka, A., & McGinty, A. (2007). Targets, techniques, and treatment contexts in emergent literacy intervention. Seminars in Speech and Hearing, 28, 14-24.

Curenton, S., & Justice, L. M. (Accepted). Appalachian children’s preliteracy skills: Influence of maternal education and mothers’ beliefs about shared-reading interactions. Early Education and Development.

Justice, L. M., Cottone, E. A., Mashburn, A., & Rimm-Kaufman, S. E. (Accepted). Relationships between teachers and preschoolers who are at risk: Contribution of children’s language skills, temperamentally-based attributes, and gender. Early Education and Development.

Justice, L. M., & Snell, M. (2007). Illustration of a three-step process for identifying the level and quality of empirical support for manualized treatments. Evidence-Based Communication Assessment and Intervention.

Massey, S., Pence, K., & Justice, L. M. (Accepted). Educators’ use of cognitively challenging questions in the at-risk preschool classroom. Early Education and Development.

McGinty, A., Justice, L. M., & Rimm-Kaufman, S. E. (Accepted). Sense of school community for preschool teachers serving at-risk pupils. Early Education and Development.

Stanton-Chapman, T., Justice, L. M., Skibbe, L. E., & Grant. S. (Accepted). Social and behavioral characteristics of preschoolers with specific language impairment. Topics in Early Childhood Special Education.

PUBLICATIONS

Researchers affiliated with P3L produce a variety of books, chapters, and articles each year. Here is a representative list of recent works:

BOOKS

Pence, K.L., & Justice, L.M. (2007). Upper Saddle River, NJ: Merrill-Prentice Hall.

Clinical Approaches to Emergent Literacy

L.M. Justice (2006). (Emergent and Early Literacy) San Diego, CA: Plural Publishing

Justice, L. M. (2006). Upper Saddle River, NJ: Merrill Prentice Hall.

Ezell, H. K. & Justice, L. M. (2005). Baltimore, MD: Paul H. Brookes.

Justice, L. M., & Pence, K. (2005). Newark, DE: International Reading Association.

Justice, L. M., & Ezell, H. K. (2002). Eau Claire, WI: Thinking Publications.

Preschoolers at Play: 46 Thematic Lessons for Building Language and Literacy through Dramatic Play by Alice K. Wiggins

Pence, K.L. (2006)San Diego, CA: Plural Publishing

CHAPTERS

Justice, L.M., & Schuele, M. (2003). Phonological awareness: Description, assessment, and intervention. In J. Bernthal and N. Bankson, . New York: Allyn and Bacon. Justice, L. M., Skibbe, L., & Ezell, H. K. (2005). Supporting preliterate children’s print awareness through print referencing. In T. Ukrainetz (Ed.), Eau Claire, WI: Thinking Publications. Cabell, S., McGinty, A., & Justice, L. M. (2006). Assessment of print knowledge. In K. Pence (Ed.), . San Diego, CA: Plural Publishing. Fey, M, & Justice, L. M. (2006). Evidence-based decision-making in communication intervention. In R. Paul (Ed.), . Baltimore, MD: Paul Brookes. McGinty, A., Sutton, M., Sofka, M., & Justice, L. M. (2006). Fostering print awareness through interactive shared reading. In A. van Kleeck (Ed.), . San Diego, CA: Plural Publishing.

ARTICLES

Kaderavek, J. N., Gillam, R., Justice, L. M., Ukrainetz, T., & Eisenberg, S. (2005). School-age children’s self-assessment of oral narrative performance. Communication Disorders Quarterly. Justice, L. M., Invernizzi, M. A., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks: Associations with age, race, and gender. Reading Psychology, 26, 1-25. Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings from an intervention with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17-32. Kaderavek, J., & Justice, L. M. (2005). The effect of book genre in the repeated readings of mothers and their children with language impairment: A pilot investigation. Child Language Teaching and Therapy, 21, 75-92. Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and storybooks: An observational study using eye-gaze analyses. Journal of Research in Reading, 28, 229-243. Justice, L. M., Bowles, R., Kaderavek, J. K., Ukrainetz, T., Eisenberg, S., & Gillam, R. (2006). The Index of Narrative Micro-Structure (INMIS): A clinical tool for analyzing school-aged children’s narrative performance. American Journal of Speech-Language Pathology, 15, 1-15. Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271-291. Justice, L. M., Skibbe, L., & Bowles, R. (2006). Measuring preschool attainment of print concepts: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 1-12. Justice, L. M. (2006). Evidence-based practice, response-to-intervention, and prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 1-14. Justice, L. M., Pence, K., Bowles, R., & Wiggins, A. K. (2006). An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389. Justice, L.M., & Pence, K. (2007). Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively? EBP Briefs, 2(1), 1-13. Justice, L. M., Sofka, A., & McGinty, A. (2007). Targets, techniques, and treatment contexts in emergent literacy intervention. Seminars in Speech and Hearing, 28, 14-24. Brandone, A.C., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (in press). Just do it: The young child’s guide to early verb learning. Child Development. Massey, S.L., Pence, K. L., Justice, L.M., & Bowles, R.P. (in press). Educators’ use of cognitively challenging questions in the preschool classroom. Early Education and Development.